Self-monitoring in assessing children's problems

The techniques used in studies of self-monitoring for children's problems w ere examined, with an emphasis on methodology. As originally conceptualized , self-monitoring was viewed as both an assessment tool and an intervention technique. Although self-monitoring as an assessment tool is conceptually sensible, the use of self-monitoring solely for purposes of assessment with children introduces significant problems. As a result, the self-monitoring literature oh children has focused not on its use as an assessment tool bu t primarily on its use as an intervention technique, with the exception of the assessment of internalizing disorders. The methodology of self-monitori ng as it is used with children was examined in targeting internalizing prob lems, such as anxiety and depression, specific academic skills, broader pro cesses of self-regulation, on-task behavior, and disruptive behavior proble ms of children. Conclusions and recommendations are provided for research a nd practice in the use of self-monitoring for children's problems.